Functional Behavioral Assessment and Function-Based Support Developing a Behavior Support Plan based on the Function of Behavior.

Transcription

1 Functional Behavioral Assessment and Function-Based Support Developing a Behavior Support Plan based on the Function of Behavior FBA/BSP forms Guidelines for use included in accompanying Instructional Packet Chris Borgmeier, Ph.D. Portland State University [email protected] 503/

2 Initiation of a Functional Behavioral Assessment 1 Student School Behavior Support Team Leader Attendees Date Grade 1. Has the student been qualified for Special Education Services? Y N a. Was the FBA requested in the student s IEP? Y N b. How many days has the student been suspended this year? For students with an IEP a complete FBA is required under the following conditions: (a) an FBA is requested in the IEP, or (b) the student is at risk of missing 10 days due to suspension or alternate placement 2. Is a complete FBA necessary and/ or suggested by the team at this time? Y N If NO, Provide a rationale: Explain what intervention/support will be provided instead: If YES, begin assigning tasks for completion of FBA on table below: Tasks for Functional Behavioral Assessment Who s Responsible By When a. Obtain parental permission to conduct FBA b. Complete Routines Analysis to ID target routine(s) c. Schedule/conduct teacher/staff interviews d. Schedule/ conduct ABC observation e. Records review 1. Suspension/ office discipline referrals 2. School records (attendance, academic, health, etc.) f. Schedule/ conduct parent interview (if necessary) 1. Health history form g. Schedule/ conduct student interview (if appropriate) h. Scatterplot (if necessary) i. Develop FBA Report Meeting to review FBA information (date & time): Copy to: (a) IEP file (b) Behavior Support team leader (c) parent Created by C. Borgmeier (2003) Portland State University

3 Functional Assessment Checklist for Teachers and Staff (FACTS-Part A) 2 Student: Grade Date: Staff Interviewed: Interviewer: Student Strengths: Identify at least three strengths or contributions the student brings to school. Academic strengths - Social/Recreational - Other - ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely. Time Activity & Staff Involved Likelihood of Problem Behavior Specific Problem Behavior Current Intervention for the Problem Behavior Low High List the Routines in order of Priority for Behavior Support: Select routines with ratings of 5 or 6. Only combine routines when there is significant (a) similarity of activities (conditions) and (b) similarity of problem behavior(s). Complete the FACTS-Part B for each of the prioritized routine(s) identified. Routines/Activities/Context Problem Behavior(s) Routine # 1 Routine # 2 Routine # 3 BEHAVIOR(s): Rank order the top priority problem behaviors occurring in the targeted routine above: Tardy Fight/physical Aggression Disruptive Theft Unresponsive Inappropriate Language Insubordination Vandalism Self-injury Verbal Harassment Work not done Other Describe prioritized problem behavior(s) in observable terms: What is the frequency of the Problem Behavior in the targeted routine (# x s /day or hour)? What is the duration of the Problem Behavior in the targeted routine (in seconds or min)? Does the Behavior Escalate? Y N If Yes, complete the Behavior Escalation worksheet Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999) 2

4 Functional Assessment Checklist for Teachers & Staff (FACTS-Part B) 3 Identify the Target Routine: Select ONE of the prioritized routines from FACTS-Part A for assessment. Routine/Activities/Context Problem Behavior(s) make description observable ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions Get as Specific as possible a. task too hard g. large group instruction If a,b,c,d or e - describe task/demand in detail b. task too easy h. small group work c. bored w/ task i. independent work If f - describe purpose of correction, voice tone, volume etc. d. task too long j. unstructured time e. physical demand k. transitions f. correction/reprimand l. with peers Other m. isolated/ no attn describe If g, h, I, j or k - describe setting/activity/content in detail If l what peers? If m describe - CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function As applicable -- Follow Up Questions Get as Specific as possible If a or b -- Whose attention is obtained? How is the attention provided? a. get adult attention b. get peer attention c. get preferred activity d. get object/things/money e. get other, describe f. avoid hard tasks/failure g. avoid undesired task/activity h. avoid physical effort i. avoid peer negatives j. avoid adult attention k. avoid reprimands l. avoid/escape other, describe If c or d -- What specific items or activities are obtained? If f, g or h Describe specific task/ activity avoided? Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)? Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N If i, j or k -- Who is avoided? Why avoiding this person? SETTING EVENT(s): Rank Order any events that happen outside of the immediate routine (at home or earlier in day) that commonly make problem behavior more likely or worse in the routine above. hunger conflict at home conflict at school missed medication illness failure in previous class lack of sleep change in routine homework not done not sure Other SUMMARY OF BEHAVIOR Fill in boxes below using top ranked responses and follow-up responses from corresponding categories above. ANTECEDENT(s) / Triggers Problem Behavior(s) CONSEQUENCE(s)/ Function SETTING EVENTS How likely is it that this Summary of Behavior accurately explains the identified behavior occurring? Not real sure 100% Sure/No Doubt Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999) 3

5 Behavior Escalation Worksheet 4 Student Date School Worksheet Completed By Students who commonly escalate behavior often exhibit a predictable series of behaviors that can signal more severe behaviors. Complete the escalation continuum below for the target student, identifying behaviors according to intensity level and the extent that the behaviors are likely to precede more intense behaviors for the identified student. Lower Intensity/ More predictable Example of an Escalation Continuum for a hypothetical student Higher Intensity/ Less predictable Whining, talking out Tantrumming Tearing up papers Physical Tapping on desk noncompliance Verbally threatening Aggression Escalating Student Behavior Crisis Higher Intensity/ Less Predictable Increased Frequency Of Lower Intensity Behaviors Lower Intensity/ More Predictable Off-task/ Minor Acting Out (Staff Response) (Staff Response) (Staff Response) (Staff Response) (Staff Response) On-task/ No Behavior Created by C. Borgmeier (2003) Portland State University Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999) (Staff Response) 4

6 Functional Assessment ABC Observation Form Student: Observer: Date: Routine/Setting Information: WHAT TO LOOK FOR (transfer from Summary of Behavior on FACTS - teacher interview) Antecedent Behavior Consequence Time Antecedent Behavior Consequence 5

7 Functional Assessment ChecklisT for Students (FACTS-Part A) 6 Student: Grade Date: Interviewer: Strengths: Identify some things that you like to do, that you are interested in, or that you are good at In Class/at School - Out of schools - Other - ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely. Time Activity & Staff Involved Likelihood of Problem Behavior Specific Problem Behavior What happens when you do this behavior? Low High List the Routines in order of Priority for Behavior Support: Select routines with ratings of 5 or 6. Only combine routines when there is significant (a) similarity of activities (conditions) and (b) similarity of problem behavior(s). Complete the FACTS-Part B for each of the prioritized routine(s) identified. Routines/Activities/Context Problem Behavior(s) Routine # 1 Routine # 2 Routine # 3 BEHAVIOR(s): What are some things you do in <identify routine above> that get you in trouble? Rank: Tardy Fight/physical Aggression Disruptive Theft Unresponsive Inappropriate Language Insubordination Vandalism Self-injury Verbal Harassment Work not done Other Describe what the problem behavior(s) look like: What is the frequency of the Problem Behavior in the targeted routine (# x s /day or hour)? What is the duration of the Problem Behavior in the targeted routine (in seconds or min)? Does the Behavior Escalate? Y N If Yes, complete the Behavior Escalation worksheet Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)

8 Functional Assessment ChecklisT for Students (FACTS-Part B) 7 Identify the Target Routine: Select ONE of the prioritized routines from FACTS-Part A for assessment. Routine/Activities/Context Problem Behavior(s) make description observable ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order stronges 3t) Follow Up Questions Get as Specific as possible a. when I m not sure what to do or there is If b or c -- what classmates? nothing to do b. my classmates are bugging me If d what work do you do alone that leads to problem? c. I sit by a certain classmate d. when I work alone If e what don t you like about how the teacher tells you e. teacher tells me what to do or not do f. teacher gives me work that s too hard If f, g, h -- describe what is too hard/easy/long/boring? g. work is too boring or too long What assignments or activities? h. when work is too easy i. when I need to talk to teacher or need help If i why do you need to talk to the teacher? j. Other, describe CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function As applicable -- Follow Up Questions Get as Specific as possible If a or b -- Whose attention is obtained? How is the attention provided? a. get adult attention/ to talk to me b. get peer attention/get peers to look /talk/laugh at me c. get preferred activity/ something I like to do d. get money/things e. get other, describe f. avoid work that s too hard g. avoid activities I don t like h. avoid boring or easy work i. avoid peers I don t like j. avoid adults I don t want to talk to k. avoid adults telling me what to do l. avoid other, describe If c or d -- What specific items or activities are obtained? If f, g or h Describe specific task/ activity avoided? Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)? Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N If i, j or k -- Who is avoided? Why avoiding this person? SETTING EVENT(s): Rank Order any events that happen outside of the immediate routine (at home or earlier in day) that commonly make problem behavior more likely or worse in the routine above. hunger conflict at home conflict at school missed medication illness failure in previous class lack of sleep change in routine homework not done not sure Other SUMMARY OF BEHAVIOR Fill in boxes below using top ranked responses and follow-up responses from corresponding categories above. ANTECEDENT(s) / Triggers Problem Behavior(s) CONSEQUENCE(s)/ Function SETTING EVENTS Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)

9 Behavior Support Plan Developed from a Functional Behavioral Assessment Student Grade Date School Case Manager BUILD A COMPETING BEHAVIOR PATHWAY Desired Behavior Routine Consequence/Function 8 Setting Event Antecedent Problem Behavior Consequence/Function Alternative Behavior IDENTIFY INTERVENTION STRATEGIES Setting Event Strategies Manipulate Antecedent to prevent problem & prompt alternate/desired behavior Prevent problem behavior Teach Behavior Explicitly Teach Alternate & Desired Behaviors Teach Alternate Behavior Alter Consequences to reinforce alternate & desired behavior & extinguish negative behavior Reinforce Behavior Prompt Alternate/Desired Behavior Teach Desired Behavior/ Academic/ Social Skills Response to Problem Behavior/ Corrective Feedback Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan- Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP

10 BEHAVIOR SUPPORT IMPLEMENTATION PLAN 9 Review Date Tasks Person Responsible By When Was task Completed consistently? Evaluation Decision Monitor, Modify, or Discontinue Prevention: Make problem behavior irrelevant (antecedent intervention) Teaching: teach new skills/ alternate behavior Extinction: Make problem behavior ineffective (minimize reward/ pay-off for problem behavior) Reinforcement: Make alternate & desired behavior more rewarding than problem behavior Responding to Problem Behavior: Prompt alternate behavior & consequences. Safety: Is safety a concern? Y N If yes, attach crisis plan to Behavior Support Plan Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan- Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP

11 EVALUATE PLAN 10 Behavioral Goal (Use specific, observable, measurable descriptions of goal) What is the short-term behavioral goal? What is the long-term behavioral goal? Expected date Expected date Evaluation Procedures Data to be Collected Procedures for Data Collection Person Responsible Is Plan Being Implemented? Timeline Is Plan Making a Difference? Plan date for review meeting (suggested in 2 weeks) Parent/Guardian Special Education teacher Case Manager Team member Student General Education Teacher Team member Team member Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan- Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP

12 Behavior Support Plan Review 11 Student Grade School Date Case Manager 1. Review each task on the BSP Implementation plan to identify whether all tasks are being implemented successfully answer below under Is Plan Being Implemented? REVIEW DATA Data Collected scatterplot, point card, etc. Is Plan Being Implemented? Summary of the data # of occurrences/ patterns/ points earned out of possible points) Evaluation Decision Goal Attained/ Reinforcement Earned Is Plan Making a Difference? MODIFICATIONS TO THE BSP IMPLEMENTATION PLAN Tasks Person Responsible By When Was task Completed consistently? Evaluation Decision Monitor, Modify, or Discontinue Date & Time of the Next BSP Review meeting Parent/Guardian Special Education teacher Case Manager General Education Teacher Attach a copy of Behavior Support Plan Review to IEP